Fitness Integration Project

Name: Molly Dincher

Grade Level Band: 3-5
SECTION 1:
In elementary school, there is a wide variety of skill levels within each student or
classroom. Most students that are in the grade band of third to fifth grade have GLSP skill levels
of control or utilization levels (Graham, Holt/Hale & Parker, 2013). With that being said, there is
a good chance of having students being in the pre-control level, where the student doesnt
have control of a certain skill, or proficiency level, where a student is able to perform the task in
a game like situation without much thought, as well. This is also a very important time socially
for the students, relationships are formed, and students start to take on responsible roles.
Implementing a variety of fun and creative activities into a hidden fitness program is a great
way to incorporate fitness into this grade bands PE curriculum. Each individual student will
achieve success by improving their muscular endurance and strength, aerobic fitness, flexibility
and body composition by exercising in a creative undercover workout program.
According to the National Standards for Physical Education, the goal is to develop
physically educated individuals who have the knowledge, skills, and confidence to enjoy a
lifetime of physical activity (Graham, Holt/Hale and Parker 2013). If a student becomes
physically fit at a young age, they have a greater chance of becoming physically fit adults (AHA).
This makes it very important for the students to build a foundation at this age, to evolve into
physically fit adolescents and to become an expertise by the time they reach adulthood. By
Grade 3, according to the Pennsylvania State Standards, students should know the positive and
negative effects of moderate to vigorous physical activity, know and recognize change in heart

rate and breathing rate, and identify reasons why participation in physical activities improves
motor skills. The students will focus on implementing this knowledge into each lesson to
become more physically literate individuals.
At this age students start to develop movement concepts along with skill themes.
Movement concepts are separated in three categories; relationships (of body parts, with
objects and with people), effort (time, force and flow) and space awareness (location,
directions, levels and extensions). Skill themes are separated in three categories too; nonmanipulative (bending, jumping and balancing), manipulative (throwing, kicking and dribbling)
and locomotor (dodging and running) (Graham, Holt/Hale, and Parker, 2013). The more the
student practices and develops these skills the more the student will utilize those skills in a
game like situation automatically. The more easily the skill or task is performed, the more fun
the game becomes is more likely to be played outside of the classroom.
The American Heart Association recommends at least 60 minutes of moderate-to
vigorous-intensity aerobic activity every day (AHA, 2014). Physical education is a great way to
help children reach this timely goal. Another great way to help children reach this goal is either
splitting up two 30 minute sessions or having four 15 minute sessions of physical activity, to
achieve overall wellness into a busy work schedule. Unfortunately, working with children of this
age can be very harmful to the body if they are pushed too hard, or exceed the amount of time
spent being physically active. Training kids as adults does not necessarily lead to adult results
and can often lead to adult injuries. Training kids as kids within their bodys boundaries can lead
to their best potential results (Stricker, 2013). This article related aerobic fitness and muscular
strength and endurance to malpractice put on children. Children can improve these aspects of

health by using simple activities, such as push-up hockey, hip-hop kickboxing and super hero
madness, instead of lifting weights and reaching your VO2 max. It is also very important to
implement body composition and flexibility for this grade band because of puberty. During
puberty kids become less flexible and their body starts changing in many different ways,
especially girls at this age (Stricker, 2014). It is extremely important to provide stretching,
flexibility and body composition activities into the fitness programs such as gymnastics, junk
food tag, and yoga.
The lessons and activities taught will be based around the skill level of the class as a
whole. One class might have more students in the utilization level, that class would be based off
of skill execution in game like situations. If another class has more students in the control level,
then that class would be based off of practicing certain skills by themselves or with a partner.
Knowing the skill level of the class is very important because it creates a safe environment and
the students will have higher success rates. If the student has a higher rate of success, then that
student is more than likely to practice that skill or implement it into a game outside of the
classroom. During this grade band, cooperative games and game play is introduced as well as
developing respect within the students of the classroom. Having a wide variety of activities,
such as sport, gymnastics, dance, kick boxing and cooperative games, added into the curriculum
allows the students to start building their playgrounds. In all, fitness should be taught with
enthusiasm and based around fun activities to get the students involved in a lifetime
relationship with physical fitness.

Works Cited
AHA. (2014, May 1). The AHA's Recommendations for Physical Activity in Children. American
Heart Association. Retrieved October 12, 2014, from
http://www.heart.org/HEARTORG/GettingHealthy/HealthierKids/ActivitiesforKids/TheAHAs-Recommendations-for-Physical-Activity-in-Children_UCM_304053_Article.jsp
Graham, G., Holt/Hale, S., & Parker, M. (2013). Teaching physical fitness, physical activity, and
wellness. In Children Moving: A Reflective Approach to Teaching Physical Education
(9th ed.). NY, USA: McGraw Hill.

Stricker, P. (2013, June 3). Aerobic Capacity and Training Ability.HealthyChildren.org. Retrieved
October 14, 2014, from http://www.healthychildren.org/English/healthyliving/fitness/Pages/Aerobic-Capacity-and-Training-Ability.aspx

Stricker, P. (2014, October 9). Body Composition and Flexibility.HealthyChildren.org. Retrieved

October 14, 2014, from http://www.healthychildren.org/English/healthyliving/fitness/Pages/Body-Composition-and-Flexibility.aspx

SECTION 2:
A) Activities
Aerobic Fitness
o Moon Monsters-tagging game
Teacher places tape around the gym to create a circle and create a
workout box with cones in the corner of the gym. Once students come in
have them stand on the circle. The teacher will then pick a student to
become the moon monster, by asking the class, this moon monster is
wearing pink? the teacher gives hints until the class knows who the
moon monster is. The students then run around the circle, trying to
dodge the moon monster. Once a student is tagged, the student then
goes into the workout box and does 10 reps of a certain exercise
(jumping jacks, supermans), and then reenters the circle. The teacher
then stops the class and tells them once a moon monster, always a
moon monster. The teacher will then hint to the class who the next
moon monster is, and the activity proceeds again with now 2 moon
monsters.
o Crab/bear soccer
Split the class up into two teams, and have one team be pinnies. Place a
goal on each end of the gym. The teams start on different sides of the
gym, the goal they are facing is the goal they are trying to score into.
They will start off playing crab soccer in the crab position, not being able
to touch the ball with their hands. The teacher then throws the ball in the
middle of the gym and the teams try to score. Once the kids seem to be
getting tired have them switch to the bear crawl, so instead of kicking the
ball, they are using their arms to strike the ball.
o Fitness Monopoly
Create a life-size monopoly board by placing 4 cones around the gym
symbolizing the 4 corners, and between each cone place 7 carpet
squares. Under each carpet square will have index cards labeled with a
certain exercise, such as;
Jumping jacks
Squats
Push ups
Static lunges
Jump roping
Mountain climbers
High knees
Crunches
Sit ups
Six-inches
Plank
Warrior pose

Triangle pose
There are also cards that include chance and community chest cards just
like the real game.
Community chance cards: balance/core exercises
Chance Cards: cardiovascular exercises
Free Parking Card: super man
Go to Jail Card: jogging around game board
Just visiting card: Seated twist
Go card: Dance
Each student will start on their own square. The teacher will be the first
one to roll the dice and the number the dice reveals is how many spaces
the students move, rotating clockwise around the board. Once at the
right square the student then looks at the index card at that square and
does that exercise for a certain amount of time (30 seconds) or however
long the teacher requires. If a student lands on a specialty box (chance or
community card), they go in the middle and pick the card labeled either
chance or community, then does that certain exercise. Once that time
frame is finished the teacher can call on a student to be the next dice
roller and the process starts all over again.
o Hip-hop kick boxing
The teacher will pick several songs with strong beats (Baltimore club
music, pop or hip hop), to help the students get into rhythm with kicking
and punching. Lay out poly spots to encourage personal space, for each
student to stand on. Once the students are on their assigned poly spot,
the teacher will say and demonstrate a certain kick/punch for the
students to do. The students will then punch and kick to the beat of the
song so they are always moving. Some punches and kicks can be:
Hook (right, left)
Upper cuts (right, left)
Cross punch (right, left)
Jab (right, left)
Squat kick (right, left)
front kick (right, left)
side kick (right, left)
Muscular Strength and Endurance
o Fun Push Ups
Push up position hockey- Pair the students up with a partner, have each
group get a bean bag. The pairs will then get in a push up position with
their arms extended; hands shoulder width apart, and back straight. The
students will face each other in this position, about 5 feet apart. The
students will then try to slide the bean bag between the partners hands.
They are able to stop the ball with one hand, and can keep score if they
want. After a few minutes, have them find a different partner and play
again.

o Fitness Monopoly
Create a life-size monopoly board by placing 4 cones around the gym
symbolizing the 4 corners, and between each cone place 7 carpet
squares. Under each carpet square will have index cards labeled with a
certain exercise, such as;
Jumping jacks
Squats
Push ups
Static lunges
Jump roping
Mountain climbers
High knees
Crunches
Sit ups
Six-inches
Plank
Warrior pose
Triangle pose
There are also cards that include chance and community chest cards just
like the real game.
Community chance cards: balance/core exercises
Chance Cards: cardiovascular exercises
Free Parking Card: super man
Go to Jail Card: jogging around game board
Just visiting card: Seated twist
Go card: Dance
Each student will start on their own square. The teacher will be the first
one to roll the dice and the number the dice reveals is how many spaces
the students move, rotating clockwise around the board. Once at the
right square the student then looks at the index card at that square and
does that exercise for a certain amount of time (30 seconds) or however
long the teacher requires. If a student lands on a specialty box (chance or
community card), they go in the middle and pick the card labeled either
chance or community, then does that certain exercise. Once that time
frame is finished the teacher can call on a student to be the next dice
roller and the process starts all over again.
o Super Hero Madness
Set the gym up in different stations and label them accordingly:
Hulk: medicine ball squats
Spider-man: wall sits
Wonder woman: tossing Frisbee (boomerang)
Flash: Sprinting in place
Thor: stomping feet and twirling scarves (thunder and lightning)
Superman: supermans

Mr. Stretch: stretching stations

Cat woman: jumping from poly spots
Captain America: Army crawls and ladders
The students are paired up with a partner to go through the stations
with. The students will have 30 seconds to a minute at each station.

Flexibility
o Memory Stretching
Spread throughout the gym, cards with pictures of stretching positions,
face down (you will need duplicates for each stretch). Pair the students
up with a partner. Each pair of students will have their own hula hoop to
start out at and to put the retrieved matches in. The students will start at
their hoops, and then go out into the gym together, one partner picks up
a card and does that stretch, while the other partner goes and picks up
another card and does the stretch revealed on the card. If both the
students are doing the same stretch, they pick up the matched cards and
place them in the hoop. If the students have different stretches, then
they flip their cards back over, walk back to their hoop, and find different
cards. This is played until all of the cards are picked up.
o Seasonal Story Stretching
The teacher will pick a theme based off of what season or time of year it
is.
Thanksgiving (move and stretch like your reaching for food)
Valentines Day (move and stretch like cupid)
Spring (move like growing flowers and trees or rain)
Fall (move like fallen leaves)
Winter (move and stretch like fallen snow)
Halloween (move and stretch like witches, ghost, Frankenstein)
July fourth (move and stretch like fireworks)
The teacher will then put on music and the students will create their own
stories, movements and stretches based on the theme and music being
played. This could also be a group activity, as a group they have to stretch
and move like that certain theme.
o Disney Character Stretching/Movements
The teacher will ask the students to think of what their favorite Disney
character is. Once each student knows their favorite character they will
then stretch using the movements of that character and can also make
noises. At the end of the stretches the students can than guess who/what
other students characters are.
Frozen characters: Olaf or Princess Elsa
Bambi
The Lion King
The Incredibles
Finding Nemo
Aristocats

The Jungle Book

Peter Pan
o Fitness Monopoly
Create a life-size monopoly board by placing 4 cones around the gym
symbolizing the 4 corners, and between each cone place 7 carpet
squares. Under each carpet square will have index cards labeled with a
certain exercise, such as;
Jumping jacks
Squats
Push ups
Static lunges
Jump roping
Mountain climbers
High knees
Crunches
Sit ups
Six-inches
Plank
Warrior pose
Triangle pose
There are also cards that include chance and community chest cards just
like the real game.
Community chance cards: balance/core exercises
Chance Cards: cardiovascular exercises
Free Parking Card: super man
Go to Jail Card: jogging around game board
Just visiting card: Seated twist
Go card: Dance
Each student will start on their own square. The teacher will be the first
one to roll the dice and the number the dice reveals is how many spaces
the students move, rotating clockwise around the board. Once at the
right square the student then looks at the index card at that square and
does that exercise for a certain amount of time (30 seconds) or however
long the teacher requires. If a student lands on a specialty box (chance or
community card), they go in the middle and pick the card labeled either
chance or community, then does that certain exercise. Once that time
frame is finished the teacher can call on a student to be the next dice
roller and the process starts all over again.
Body Composition
o Junk Food Ninja
Based off of the app Fruit Ninja Create many healthy food cards (meats,
fruit, vegetables and grains) and junk food cards (candy, ice cream,
pudding, chips). The teacher will then place the food cards around the
gym, face down. The teacher will also create a work out box, made of

cones in two corners of the gym. The students will start around the
perimeter of the gym. Once the teacher says go, the students will jog
(not sprint to prevent injury) to the cards laid out on the floor. The
students will flip over the cards revealing if its healthy food, or junk food.
If the student flips over a healthy card, they keep a tally until they flip
over a junk food card. Once a junk food card is flipped over, the tally
returns to zero, and the student needs to go to the work out box, to burn
off the junk food calories, by doing 10 reps of a certain exercise. The
exercise can be called out by the teacher before the activity.
Push ups
Sit ups
Jumping jacks
Lunges
Squats
Once the activity is done, ask the students what was their highest tally?
o Help me, Help me! Tag
The teacher will pick 3 students to be the LDL (loser Cholesterol) taggers,
one student will be given a plastic ring resembling a donut, one will have
a rubber chicken resembling friend chicken and the other will have half of
a noodle resembling a French fry. The teacher will then designate 3
students to be Cardiologist, and will each be handed a hula hoop
(ambulance). Once the teacher says go, the students will run dodging
the LDL taggers, if a student is tagged, they freeze (have a heart attack)
and yell Help me, help me. The cardiologist will then run over in their
hoop, and tag them to unfreeze them. After a few minutes the teacher
will pick different students to be the cardiologists and LDL taggers.
o Junk Food Tag
Separate the students into five teams, and have each team wear different
color pinnies. The team will also have a bean bag the same color of their
pinnies, and each will have a poster of the food pyramid or my plate
design. Pick three to four students, depending on class size, to be the
junk food taggers. The taggers will be in the middle of the floor, while the
teams are lined up on one end of the gym. On the other side of the gym
is a basket with many cards with pictures of food placed around the
basket, with the picture facing down.
Vegetable group: Potatoes, broccoli, carrots, etc..
Fruit Group: strawberries, bananas, apples, etc..
Dairy Group: milk, yogurt, cheese, etc..
Meat/protein group: steak, chicken, fish, etc..
Grains: rice, oatmeal, bread, etc..
The teacher says go, and the first student with the bean bag from each
team runs down to the basket, stands on a card, and shoots the bean bag
into the basket. If the student makes the shot, they pick up the card and
the bean bag and try to race back to their team before getting tagged

from the junk food taggers. If the student is tagged, they run back to the
basket and put the card back where it was, run back to their team and
give the bean bag to the next student in line. If they miss the shot, they
just run back to the team and hand the bean bag to the next student. If
the student gets past the tagger with the card, then they place that food
item on the food pyramid poster with its food group. Once all the cards
are picked up around the basket, each team counts how many cards they
have as a group.
B) Unit Goals/Objectives
Psychomotor
o Students will be able to demonstrate the skills and movement patterns within
the 36-day integrated fitness program to improve their overall personal health
and well-being.
Cognitive
o Students will be able to identify the correlation of physical activity with disease
prevention, life longevity and weight control by using the 5 components of
muscular strength and endurance, flexibility, body composition and aerobic
fitness.
Affective
o Students will be able to build relationships with their peers and enhance
leadership skills by using cooperative skills throughout the fitness integration
program.
NASPE Standards:

Standard 1 - The physically literate individual demonstrates competency in a variety of

motor skills and movement patterns.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.

C) Equipment
pair of dice
carpet squares or mats
cones
index cards
jump rope
pinnies
food cards/poster
bean bags

laundry or trash basket

food pyramid or my plate poster
stretching cards
hula hoops
music
poly spots
medicine balls
scarves
plastic ring
foam noodle
Plastic chicken
Frisbee
Tape
Large ball
Soccer goals

D) Teaching Models/Strategies
ITV-Intratask Variation
o By using Intratask variation I will be able to challenge the students individually, if
they are having a harder or easier time. Being able to modify the activity, for a
particular student, is a great way for the student to improve their overall health.
If a student was doing the activity with ease and it wasnt changed, there would
be no improvement, but with progressing the challenge, that will create
improvement in that certain skill.
TBI- Teaching By Invitation
o Teaching by invitation is a great way for the students to explore their own
creativity with certain skills, movements and equipment. Using TBI is also a way
to get the less skilled students involved because it allows them to choose what
they want to do and use, and it improves the success rates. This is also a great
way to bring life to an activity that can be boring, for example a student would
be able to use a balloon or beach ball instead of a volleyball.
Peer Teaching
o This is an amazing way to incorporate leadership skills without the students even
noticing. This also allows the students to take on responsibilities and to have
roles within the classroom. Students get tired of the teachers always teaching, so
its good to switch up the roles and add some fun and freedom into the activities
by having the students teach their peers or partner. This also allows extra
absorption of the information because they are looking for what needs to be
done, executing the skills and then correcting or providing feedback of skill
execution.
E) Assessment Strategies/Measures
1. Exercise Journal

2.

3.

4.

5.

An exercise journal is a great way to see what exercises your students are doing outside
of the classroom. Since 60 minutes of physical activity everyday is required for children,
its important to see if the students are implementing what was taught in the classroom
and using those skills outside of the classroom. This is also a great way for the students
to track their own physical activity hours. The students might think they get an hour of
PA everyday but in reality dont.
Nutrition Log
A nutrition log is also very important because students need to know that being a
healthy individual just doesnt deal with exercising but also feeding your body the
proper nutrients is just as important. This is a great way for the students to set goals on
their eating habits, and to see how much they actually follow the food pyramid or my
plate. Creating a log, opens the eyes of many students, because they start to realize
their eating habits arent very healthy and that it need to change.
Peer Assessment
This assessment tool is a great way for the students to review their knowledge and also
to gain more experience on examining the executed skill, broadening the knowledge of
both students. This is also a great way to implement responsibility in the classroom, that
student assessing is responsible for the other student executing the skill properly and
their grade on that skill. As well as responsibility, this also improves social interactions
within the classroom.
Quizzes on Fitness
A very important aspect to think about when it comes down to assessments is fitting
every students learning and testing styles. Some are better at writing or doing the actual
activity but there are always a couple students that are better at tests and quizzes.
Creating a few short quizzes about fitness, disease prevention, the affects of PA, and
different types of PA allows the students to reflect on their knowledge. Its also very
easy to grade, especially if its true or false, multiple choice or fill in the blank answers.
Take home homework
Take home homework is a great way to get the family involved with what is going on in
the PE classroom. It allows the teacher to see what the student has retained within the
fitness program for that week and it allows them to recall what was learned, in case
they wanted to practice outside of the classroom. One main goal for the fitness
integration is allowing the student to take what was learned and implement it into their
life. With homework they are able to do just that, by having them perform a certain skill
and either write about it or write down what was done in a matter of time.
I wouldnt use fitness testing in my fitness integration program because I feel like fitness
testing puts kids on the spotlight and points out the lesser skilled students compared to
the higher skilled students. I would want my whole class to feel comfortable in what
they are doing, and if a student fails the fitness test, their confidence level plummets. I
would implement some of the skills and goals from the fitness test but I would never
have them participate in the full thing.

F) Timeline
Activity
Overall protocols/overview of Unit

Unit 1: Functional Fitness

What makes you physically fit? Using the 5 components
What is wellness and fitness?
Way to become more Physically fit
Benefits of Exercise
How to check heart rate and breathing rate?
Total
Unit 2: Aerobic Fitness
Benefits of Aerobic Exercise
Heart/breathing Rate Changes through different aerobic
exercises
Cardio through tag games
Cardio through cooperative games
Cardio through stations/games
Cardio through dancing/kick boxing
Total
Unit 3: Muscular Strength and Endurance
The difference between muscular strength and endurance
Benefits of muscular strength and endurance
Body weight exercises
Strength and endurance through Monopoly game
Strength and endurances through super hero stations
Total
Unit 4: Flexibility
Dynamic vs. static stretching/movements
Flexibility through memory stretching
Flexibility through seasonal stories
Flexibility through Disney character stretching
Total
Unit 5: Body Composition
What is body composition
What is the food pyramid or my plate
Body composition through tag
Body composition through junk food ninja
Total
Unit 6: Fitness For Life

3rd
1

4th
1

5th
1

1
1
1
1
1
5

1
1
1
1
1
5

1
1
1
1
1
5

1
1

1
1

1
1

1
1
1
1
6

1
1
1
1
6

1
1
1
1
6

1
1
2
1
1
6

1
1
2
1
1
6

1
1
2
1
1
6

1
1
2
1
5

1
1
2
1
5

1
1
2
1
5

1
2
2
1
6

1
2
2
1
6

1
2
2
1
6

Fitness through sport

Lifetime of fitness
Taking fitness outside of the classroom. Building your own
playgrounds
Setting goals and achieving them
Getting the family and community involved
Total
Yearly Total

2
1

2
1

2
1

1
2
8
36

1
2
8
36

1
2
8
36